Nghiên cứu và dự đoán tiềm năng phát triển của giảng viên dựa trên các đặc tính nghiệp vụ và hồ sơ cá nhân làm cơ sở xây dựng chương trình phát triển đội ngũ giảng viên

PERSONAL PROFILES OF THE ACADEMIC STAFFS AS PREDICTORS OF PROFESSIONAL CHARACTERISTICS: BASIS FOR STAFF DEVELOPMENT PROGRAM A Dissertation Presented to the Faculty of International Gradu

PERSONAL PROFILES OF THE ACADEMIC STAFFS AS PREDICTORS

OF PROFESSIONAL CHARACTERISTICS: BASIS FOR

STAFF DEVELOPMENT PROGRAM

A Dissertation Presented to the Faculty of International Graduate School Southern Luzon State University, Lucban, Quezon, Philippines

In Collaboration with Thai Nguyen University, Socialist Republic of Vietnam

In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education Management

LAI VAN CHINH – (TERRY)

April, 2014

APPROVAL SHEET

The Dissertation of LAI VAN CHINH entitled

PERSONAL PROFILES OF THE ACADEMIC STAFFS AS PREDICTORS

OF PROFESSIONAL CHARACTERISTICS: BASIS FOR

STAFF DEVELOPMENT PROGRAM Submitted in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management

In the Graduate School Southern Luzon State University, Republic of the Philippines

in collaboration with Thai Nguyen University, Socialist Republic of Vietnam

has been approved by the Committee

Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management

WALBERTO MACARANAN, Ed D Vice President, Academic Affairs _

Date

ACKNOWLEDGMENT The researcher wishes to extend his most sincere gratitude to the following people, who in one way or another, made this piece of work a reality:

Dr Cecilia N Gascon, President of Southern Luzon State University, Republic of the Philippines, who made possible the linkage with Thai Nguyen University and the offering of Doctor of Philosophy in Educational Management, through the ITC-TUAF;

Dr Dang Kim Vui, President of Thai Nguyen University, who developed the linkage with Southern Luzon State University, Republic of the Philippines and the offering of Doctor

of Philosophy in Educational Management, through the ITC-TUAF;

Dr Conrado Abraham, his research adviser, for his support and supervision throughout his graduate study program His advice and support during the conduct of his study has greatly helped him a lot;

Prof Nordelina Ilano, Director, Office for International Affairs of SLSU for her outright assistance to the Ph.D students;

Dr Tran Thanh Van, the Dean of the Graduate School of Thai Nguyen University, for his assistance and encouragement to pursue this study;

Dr Dang Xuan Binh, the Director of International Training Center, for his indefatigable effort to encourage the Ph.D students to pursue this study;

To all the SLSU and TNU Professors, who unselfishly shared their time and knowledge throughout the graduate studies in Thai Nguyen University, Vietnam;

Special thanks to his family and friends for their support, encouragement for being the sources of greatest inspiration, which made his career a success

Lai Van Chinh

TABLE OF CONTENTS

APPROVAL SHEET i

ACKNOWLEDGMENT ii

TABLE OF CONTENTS iii

LIST OF TABLES v

LIST OF FIGURES vii

LIST OF APPENDIX viii

ABSTRACT ix

CHAPTER 1 INTRODUCTION……… 1

Background of the Study 3

Objectives of the study 6

Hypothesis of the Study 6

Significance of the Study 7

Scope and Limitation of the Study 7

Definition of Terms 8

2 REVIEW OF RELATED LITERATURE .12

Review of Related Literature 12

Reserch paradigm 30

3 METHODOLOGY……… … 32

Locale of the Study 32

Research Design 33

Respondents of the study 33

Research Instruments 33

Data Gathering Procedures 34

Statistical Treatment 34

4 RESULTS AND DISCUSSION 37

5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 61

Summary 61

Findings .61

Conclusions 63

Recommendations 65

BIBLIOGRAPHY 66

APPENDIX 70

CURRICULUM VITAE 116

14 Correlation of the professional characteristics in terms of age of respondents

15 Correlation of the Professional characteristics in terms of respondents’ Gender

16 Correlation of the Professional characteristics in terms of respondents’ civil status

17 Correlation of the Professional characteristics in terms of respondents’ Educational attainment

18 Correlation of the Professional characteristics of respondents in terms of length

of service

19 Correlation of the Professional characteristics of respondents in terms of Family income

20 Correlation between Age with Professional characteristics

21 Correlation between gender with Professional characteristics

22 Correlation between civil status with Professionals characteristics

23 Correlation between Educational attainment with professional characteristics

24 Correlation between length of service with professional characteristics

25 Correlation between family income with professional characteristics

52

52

53

53

54

55

55

56

LIST OF FIGURES

1 Research paradigm 30

2 Location of Hong Duc university in Thanh Hoa Province 32

LIST OF APPENDIX

A Correlation of the professional characteristics in terms of respondents

DEVELOPMENT PROGRAM Researcher: Lai Van Chinh

Degree Doctor of Philosophy, Development Education

Nam/ Address of the

Institution

Southern Luzon State University Graduate School

Lucban, Quezon Date Completed April, 2014

ABSTRACT This study was conducted to determine the personal profiles of the academic staff as predictors of professional characteristics: Basis for staff development program of Hong Duc University It is the main objective of this study to determine if the Personal Profiles is a predictor of Professional Characteristics of the Academic Staff of Hong Duc University Specifically, this research work sought to find out the personal profiles of the academic staff

of Hong Duc in terms of age, gender, civil status, educational attainment, length of service,

and family income; to determine the professional characteristics of the academic staff of Hong Duc University as perceived by the respondents in terms of working attitudes, mastery

of the subject matter, pedagogical ability, ability to conduct scientific researches, ability to conduct extension services, ability of supplying social services, and ability to self-development Furthermore, it was conducted to find out the significant differences between the perceptions of the respondents when grouped into profiles; identify which of the profile of the respondents predict professional characteristics of the academic staff of Hong Duc University; and to propose an enhancement program based from the results of the study

This study used the descriptive correlation design in analyzing the investigated variables A total of 508 teachers from different department of Hong Duc university were requested to answer the questionnaire They were randomly selected using the fish bowl technique Weighted mean was utilized to describe the leadership styles of principals Chi-square test was used to determine the significant relationship of the instructional variables and leadership styles of principals Multiple regressions were used to find out the predictability of the influence of instructional variables to staff development program The statistical analysis was done using the Statistical Package for Social Sciences (SPSS), now also known as Predictive analysis software

Based on the results of the study, the following were the findings:

The frequency distribution of the respondents’ profile in terms of age, gender, and civil status show that that most of staff’ age in Hong Duc University including teaching and non-teaching were ranging from 31-40 years old in which catered 43.3 percent of the whole distribution and the lowest was from age ranging 21-30 years old with 23.2 percent And there were age range that was near the retirement age which 56 and above that catered only 7.5 percent While, in terms of gender, it shows that most of the Hong Duc University Staff were male which catered 42.5 percent of the whole distribution and female respondents catered the rest 57.5 percent in which a clear indication of the university professor in Hong Duc did not

show too much difference in the number of managers and professors who can manage and teach in college or university And in terms of status, it shows that most of the respondents were married which catered 89,8 percent of the whole distribution

In terms of the frequency distribution of the respondents’ profile on their highest educational attainment, it shows that most of the academic staff or professor/lecturer in Hong Duc University have at least attained their master’s degree which catered 46.3 percent with a minute difference in the academic staff who are stagnant with their bachelor degree which catered 41.5 percent And 12.20 percent catered only the academic staff who have attained their doctorate degree

In terms of income levels for academic staff, those who have worked over 10 years is very stable, they have at least an income of 5000.000đ per month which is enough for ensuring their lives and families However, the number of new employees under 10 years which was rated at 11.4% have low-income

Considering the professional characteristics of the respondents in terms of working attitude, it shows that the academic staff of the university of Hong Duc were very good in Having a good lifestyle and behavior, being a role model for students of the school where they are working with mean score of 4.88 And they were also very good in Being ambitious and keen on teaching and researching of the school with mean score of 4.86 But, they were only good in protecting, defending and implementing the rules of ethnic teacher with mean score of 3.43

The professional characteristics of the respondents, in terms of mastery of the subject matter, shows that they are good in Basic and Specialized knowledge with mean score of 3.84; Knowledge of the policy and guidelines of the Viet nam Communist Party with mean score of 3.94; and Methods of testing and evaluating the results of students with mean score of 3.80; But

on the other hand, they were weak in the Knowledge of management and international integration with mean score of 3.2

The professional characteristics of the respondents in terms of pedagogical ability shows that the average rate of the competency assessment criteria of Hong Duc University reached 3.46% which is very high although a few are still under average on Ability of organizing, monitoring and getting feedback, evaluating from students; while 3,05, 39 lecturers are under average in Deploying educational programs and organizing scientific research activity ability and 3,27, 46 lecturers are under average

It is reflected in the findings that the scientific research capabilities of lecturer of Hong Duc University is still weak with an average of 3.38%, in which: Ability of collecting and processing data and information: 3,20; Ability of writing reports and stating research results, defending views and scientific thesis: 3,24 và năng lực về Ability of organizing scientific workshop and giving feedback to scientific works: 3,19

The ability to provide social services is not high, with the Weighted Mean Average rate of 3:47%, but there are still some criteria at the average level, which is the ability of supplying various services for society: 3.16; and in the ability to Conduct mission services for the society: 3.14

In summary, the assessment of content quality and capacity of the academic staff revealed low in meeting or complying with the tasks leading to innovative and comprehensive higher education as a response to Resolution 14/2006/NQ - CP of the Government on faculty development for local universities

CHAPTER I INTRODUCTION Nowadays, universities focus on building and developing core competencies and distinctive competence of lecturers to create sustainable and long-term competitive advantage that also enhance socio-economic needs of the country It is in this context that the government has established a comprehensive educational system which is envisioned to make citizens literate, socially responsible, useful and law-abiding A very significant factor in education in this country is the fact that the government has taken the responsibility of educating the citizenry

The learner is the most important component in the educative process and so he is the center of attention in the whole educational system Hence, considering that the learner is the center in the training process, he must be provided with the knowledge in accordance with the times and the demands of the market In view of this, Vietnamese universities in general and local universities in particular should take full advantage of local opportunities They should overcome challenges, meet the elevation and development of higher education in the knowledge economy, which will contribute to the social development needs and demand of reaching up international level and joining the integration process

As stated in Article 9 of Education Law of Vietnam, educational development is the first national priority with a view to improving people’s knowledge, training manpower, and fostering talents Educational development must be linked with the requirements of socio-economic development, to the scientific-technological advances, and to the consolidation of national defense and security, must ensure the balance in terms of qualifications, professional and regional structure, must expand scale on the basis of quality and efficiency assurance, and must link education with employment

The teacher, therefore, is a key player in the teaching-learning situation and he must

be a model to all his learners in all aspects of life Learners are good imitators and they

usually make their teachers their role models It is a fact that the teacher is the manager of the teaching-learning activity, the facilitator of learning, and the evaluator of the learner’s achievements

Compared with other countries in Asia, Vietnam has the advantage of a large and young population whose potential should be tapped in order to fulfill the 2020 development vision The literacy rate is over 90 percent and evidence of the significant efforts to date by the government to develop human resources In the coming years, key measures to promote education and training include improving education quality through the introduction of standards for learning outcomes, teacher performance, institutional capacity, and the implementation of an effective education management

Taking into account that the objectives of higher education in Vietnam are to educate learners in acquiring political and moral qualities, endeavor to serve the people, professional knowledge and practical skills relevant to the educational levels, and physical health, meeting the needs of construction and defense of the country, teachers in various learning institutions are expected to have modern and developmental characteristics, ensuring a rational balance between basic knowledge and professional knowledge up to the international and regional levels

Moreover, guided by reality that it is the requirement of the government in the higher education must guarantee students basic scientific knowledge and relatively complete professional knowledge, scientific working methodology and the ability to apply theory into professional activities, development of lecturers is a key role in ensuring the quality of education

Recognizing the crucial issue of higher education for organization -modernization progress of the country, the Government of Vietnam (2005) issued Resolution 14/2005/NQ-

CP to approve the project “renovate basically and comprehensively Vietnamese higher education in the period of 2006 – 2020”; with the desire of promoting a higher education

system toward more research and to move closer to international quality standards There are

20 local universities, most of which are upgraded from colleges Pressing issue which relates directly to renewal request of higher education in the local and the region is predicted to solve the shortcomings of lecturer development both in quantity, structure and quality

Background of the study

Thanh Hoa province has an area of 11.106,09 km2 It is situated on the top of the north central in Vietnam It is 150 km from Hanoi in the direction of the north, and 1.560 miles from Hochiminh city in the direction of the South

Thanh Hoa has borders with Son La, Hoa Binh and Ninh Binh provinces in the north, with Nghe An province in the south, Laos Hua Phan province in the west and Tonkin Bay in the east Thanh Hoa has 102 km coastline

Thanh Hoa is the gateway, which connects the North and the Central and the South of Vietnam

Thanh Hoa’s population is over 3.700.000 people, There are 7 ethnic groups living in Thanh Hoa, Kinh’s people takes mainly 84.75%, Muong people takes 8.7%, Thai’s people takes 6.0% and the others such as H’Mong, Dao, Tho, Hoa

Hong Duc University is a public university with multi-disciplinary, directly under the People's Committee of Thanh hoa province and managed by the Ministry of Education and Training The University was established under Decision 797/TTg dated 24/9/1997 of the Prime Minister on the basis of three schools: College of Education, College of Engineering-Economics and Thanhhoa Medical College Medical Department was separated and established to Medical College in October 2004

For more than 15 years of construction and development, Hong Duc University has provided training human resources and has entered into joint training to provide a large number of human resources with levels of universities, colleges and the lower ones of the pedagogy, science, economics; business administration and informatics technology;

agriculture, forestry and fisheries; construction, mechanics; electronics-telecommunications and electricity Aside from the training task, the University has constantly improved the quality of scientific research to serve the socio-economic development in the process of industrialization and modernization of Thanh hoa province and neighboring areas

The university has recruited, trained and fostered lecturers and managers; enhanced facilities and equipment to improve the quality of training; promoted the scientific research and international relationships; strengthened measures of comprehensive education for students; expanded training industries to meet the growing social needs with higher quality

In the industrialization-modernization cause, educational industry not only has many new opportunities but also faces to challenges The immediate and long-term task of Hong Duc University is to train staff who have qualities, qualifications and professional skill to meet developed requirement of the province and the country

Hong Duc University with the educational system in Thanh hoa has become the main factor which meets the training needs of local human resources to contribute to the successful implementation of the XVI Resolution Party Congress which is emphasized on the following objectives to "develop human resources, apply scientific and technological achievements, and promote educational socialization" Moreover, the university strives to meet the training needs

of growing high-quality human resources of the region and the country with the mission of a university in the national education system and the network of the country's universities

The development of the university and the ability of integration into the educational system of the country, region and world entirely depend on the determination of objectives, key tasks; selection of appropriate steps and specially, the positive solutions to improve the quality of training For over 15 years, the university has identified that the training and scientific research are two key tasks throughout the development process Nowadays, standing

in front of the requirements of international integration, with the two tasks the university

determines that international integration is a very important task because it is a condition for the university to reach the goal of continuously improving quality of training

The mission of the university is to train human resources for socio-economic development strategy of the country in general and Thanhhoa in particular, and be consistent with each period

In the network of higher education, Hong Duc University plays an important role in training of human resources for socio-economic development strategy of local, contributing significantly to meeting the needs of society The university is considered as the leader in the network of universities, colleges, professional secondary schools and vocational colleges in Thanhhoa in: training, scientific research, advisory for making policies of socio-economic development of the province, is the trust address in the educational system of the province

However, reports in the past three (3) years revealed that the quality of the academic staff failed to meet the requirements of the University in terms of personnel profiles It somehow affects the development and reputation of the University

The percentage of staff and lecturer with the doctoral level is low as observed in the different discipline which did not conform on the standard staff requirements The foreign language of staff and lecturers is limited Managers are mostly part-time lecturers who have not been basically trained about the management science Shortage in the structure of lecturers are not solved, the percentage of leading lecturers does not meet the qualification standards in terms of educational qualifications with the doctoral and master’s level, as the requirements for the higher education

With this premise, it is in this context that there is a need to determine the personal profiles of the academic staff as predictors of professional characteristics which will serve as basis for the improvement of the quality of higher education and trainings

Objectives of the Study

It is the main objective of this study to determine if the Personal Profiles is a predictor

of Professional Characteristics of the Academic Staff of Hong Duc University

Specifically, this research work sought to:

1 Find out the personal profiles of the academic staff of Hong Duc University in terms of: 1.1 age

2.4 Ability to conduct scientific researches;

2.5 Ability of supplying social services; and

1 None of the profile of the respondents predict their professional characteristics

2 The perceptions of the respondents when grouped as to profile have no significant difference

Significance of the Study

The researcher firmly believes that the result of the study could be beneficial to the following:

For the teacher To make the necessary adjustments in line with the lecturers development program thereby improving their personal growth

For the staff To serve as guides in understanding the current picture of the organizational staff, its developments and impacts on Thanh Hoa province tertiary education, based on theories of developing the teacher staff to meet requirements for tertiary education renovations

For the Heads and officers of offices The results of this study would encourage school officials to workable plan on the staff development program in the university

For the University Coming up with principles for selecting solutions and recommending some action plans in developing a functional staff development program of Hong Duc university to meet requirements for fundamental and comprehensive renovation of Vietnam tertiary education

For Future researchers This study will serve as reference on other areas of manpower development to further improve personnel profile

Scope and Limitation of the Study:

This study is limited to the academic staff of Hong Duc University in Thanh Hoa province and focused on contents of staff development program

Survey Situation of lecturers, activities of staff development in Hong Duc University

in Thanh Hoa province, covers mainly from 2005 to 2010, and then studying and building strategies for development of lecturers in Hong Duc University for a duration of five (5) years, from 2014-2019

Definition of terms

For clarity and better understanding of the study, the following terminologies are defined both conceptually and operationally

Age refers to the age of the respondents when the study has been conducted

Educational attainment Is an achievement or the act of achieving; accomplishment Educational attainment refers to the highest educational qualification or academic degree that

a school leader has obtained

Gender Is used to describe the characteristics, roles and responsibilities of women and men, boys and girls, which is socially constructed Gender refers to the personal sexual identity of a school leader, regardless of his/her biological and outward sex

Length of management experiences refers to the duration of time that a school leader has held a management position

Length of service refers to the duration of time that a school leader has been working in

Ability of supplying social services It refers to the capability on how the goals and activities in school relate to the values and aspirations in the learners’ home and communities

In addition, the teacher can draw from resources, ideas and activities from the learners’ communities in the teaching – learning situations

Ability to self-development It refers to the personal growth and professional development which emphasizes the ideal that teachers value having a high personal regard, concern for professional development, and continuous improvement

Academic staff It refers to the teachers and lecturers, including the senior teachers, lecturers, and/or researchers The term generally includes professors of various ranks: assistant professors, associate professors, and (full) professors, usually tenured (or tenure-track) in terms of their contract of employment

Members of university administration (e.g., department chairs, deans, vice presidents, presidents, and librarians) are often also faculty members, in many cases beginning (and remaining) as professors In some universities, the distinction between 'academic faculty' and 'administrative faculty' is made explicit by the former being contracted for nine months per year, meaning that they can be absent from the campus during the summer vacation, while the latter are contracted for twelve months per year These two types of faculty status are sometimes known as 'nine month faculty' and 'twelve month faculty'

Most university faculty members hold a Ph.D or equivalent doctorate degree Some professionals or instructors from other institutions who are associated with a particular university (e.g., by teaching some courses or supervising graduate students) but do not hold professorships may be appointed as adjunct faculty

Other than universities, some community colleges and secondary or primary schools use the terms faculty and professor to describe their instructors, but this does not hold the same status as a professor in a university Other institutions (e.g., teaching hospitals) may likewise use the term faculty

Development of lecturer staff Development of lecturer/ staff in University is a perfect process or continuously changes the existing situation in order to help the team grow

in all aspects by providing corresponding professional trainings

Lecturers Teachers who do the task of teaching and education in schools and other educational establishments Teachers who teach in higher education establishments are called lecturers

Lecturer staff Lecturer staff is a collection of people as teachers, scientists, organized into a team who do together a task That is to implement the training objectives which set out in the universities and colleges

Mastery of the subject matter It refers to the ability of the teacher to deliver accurate and updated content knowledge using appropriate methodologies, approaches and

strategies (conceptual definition)

Pedagogical Ability It refers to educating and teaching according to educational objectives, principles and curriculum, with pedagogical university degree of pedagogy

training (Education Law of Vietnam, 2010)

Professional development It refers to formal types of vocational education, typically post-secondary or poly-technical training leading to qualification or credential required obtaining or retaining employment Professional development may also come in the form of pre-service or in-service professional development programs These programs may be formal,

or informal, group or individualized

Staff development It includes everything that is done to maintain and extend the knowledge and skills of staff so that they can contribute fully towards the achievement of goals

of the University Academic staff development supports the personal and professional improvement of academic staff, as well as the organisational development needs of the University Of particular importance for academic staff are continuous development of teaching and research skills, and maintaining currency in the disciplines on which the University’s programmes are based

Staff development is relevant to all staff and the whole person;

All academic staff are expected to participate in staff development activities aimed at improving the University’s academic excellence and the effectiveness and efficiency of its operations;

Staff development should draw on the skills and knowledge of staff as much as possible;

Reflection, review, feedback and opportunities for learning should form an integral part of everyone’s work experience

Strategy: It is a high level plan to achieve one or more goals under conditions of uncertainty Strategy becomes ever necessary when it is known or suspected there are insufficient resources to achieve these goals Strategy is also about attaining and maintaining

a position of advantage over adversaries through the successive exploitation of known or emergent possibilities rather than committing to any specific fixed plan designed at the outset

(Internet Wikipedia)

Strategic HRM: The process involved in directing people, processes and HR systems

to achieve strategic objectives that will tie in individual goals to the business needs of the

whole organization (Internet Wikipedia)

Strategic plan: Strategic planning is an organization's process of defining its strategy,

or direction, and making decisions on allocating its resources to pursue this strategy In order

to determine the direction of the organization, it is necessary to understand its current position and the possible avenues through which it can pursue a particular course of action Generally,

strategic planning deals with at least one of three key questions (Internet Wikipedia)

Work Attitude Refers to being exemplary in the fulfillment of civic duties, regulations of law and school charters; maintaining moral quality, prestige and honor, respecting learners’ dignity, to reat learners equally, and protect legitimate rights and interests

of learners (Education Law of Vietnam, 2010)

CHAPTER II REVIEW OF LITERATURE AND STUDIES This chapter presents the review of related literature and studies which the researcher finds closely related to the present study, especially the topics concerning staff development programs

Professional Characteristics of Teachers

A Work Attitude

The teacher is the manager of the teaching-learning situation, the facilitator of learning, and the evaluator of the learner achievement Hence, he must possess the following: (1) Has a good lifestyle and behavior, and a role model for students; (2) Respects the standards, behaviours and rules; (3) Maintains and builds a good reputation; (4) Creates a healthy and free expression of ideas; (5) Provides timely and accurate feedback for the learners to reflect on; and (6) Facilitates learning of diverse type of learning environment Bigge (2004)

In view of this, higher education provides conditions favorable to good teaching and effective learning This should consider the people and its efficiency to measured the extent to which they contribute to teaching-learning situation These can contribute immensely in providing efficient teachers and furnishing them and the students with proper tools and environment for work Moreover, these imply to the improvement of the total teaching-learning situation and the conditions that affect them

Based on the publication of Đoan Van Đieu (2013) in Journal Science of Ho Chi Minh City University of Education about Some instructors’ virtues which are based on the evaluation by students at Ho Chi Minh City University of Education: The article is about a survey on the evaluation of the qualities (positive and negative) of instructors – the general ones, the ones for teaching, and the ones for education by students at Ho Chi Minh City

University of Education The findings show that the qualities for teaching are ranked at the highest level

In “101 Great Ways to Enhance Your Career”, experts suggested the following: encourage, inspire and guide your path to procure, maintain and actualize your career objectives On the other hand, Michelle A Riklan and David Riklan (2009), claimed that the most important thing to do as you begin your new career is to define your attitude towards work How will it contribute towards your career? How will it add value to your role as a career builder?

One should understand that a positive attitude is even more important So attitude towards work means deciding the values that would guide workers in his working environment

There are three values of work attitudes towards career:

1 Pride It connotes arrogance especially when one has too high an opinion of oneself

So, "Pride" is taken to mean self-dignity If you know everything you do at work which has your name and signature on it, then you will give it your best shot and nothing less

2 Passion Just a simple plain ‘interest’ in any work or career you choose that isn’t enough to bring you through the tough times It is an intense enthusiasm for all things worth doing that will put someone through the toughest times

3 Belief In order to generate that passion, it is important to believe Only a deep belief will create the vigour and force that gives someone the fuel to charge As the saying goes: “Know that you can achieve all that you set out to do for yourself You only need to start believing in yourself.”

As described by Riklan (2009), work attitude behavior is intangible, one can not just see it, but people can feel it People working in the group can feel the work attitude behavior

of others They can feel wheather someone has carried out his tasks with pride They can feel

whether someone believes in his work, and they know if someone in the group has the passion for work

Based on the position paper of Anil Sahu (2013), teaching is a nice job which needs quite different responsibilities and attitudes If a person attains good qualities and attitudes, he

is called a good teacher but if he does not have these qualities and attitudes he is not ranked properly Actually, a teacher is not ranked only by his teaching work; he is ranked by another works too A person may be good in many things but considering his performance in a desired field is important

Further, he said that a teacher must further his graduate education and do the teaching job well and must be able to do many innovative activities in the school He is someone who works as a disciplined teacher With regards to qualities and attitudes, he must be very punctual and obedient, must attend school regularly at proper time, and must possess sound attitude about the school and teaching She is interested to do the other works like preparing the question papers, making the list of scholarship etc She has a pleasant personality and does not feel bored to do teaching work She has a good command over the students and able to impose discipline in the school

Considering the above-mentioned analysis of work attitude, teachers are persons who carry out teaching, educating at schools or other educational institutions, hence, possess the following criteria: (1) having good moral, mental and ideological qualifications; (2) having obtained the standardized level in the profession; (3) having good health as required by the profession; and (4) having a clear curriculum vitae Education Law in Vietnam, Chapter IV-Article 70, (2010)

In addition, teachers have to have positive attitude towards work, considering the fact that they are tasked to perform the following duties: (1) educating and teaching according to educational objectives, principles and curriculum; (2) being exemplary in the fulfillment of civic duties, regulations of law and school charters; (3) maintaining moral quality, prestige

and honor of teacher, respecting learners’ dignity, to treat learners equally, and protect legitimate rights and interests of learners; (4) studying continuously to improve moral quality, ethics, professional qualification and being example for learners; and (5) performing other duties as regulated by law

Included also in the article are the rights of teachers, as follows: (1) to teach according

to their educational qualifications; (2) to receive further education and training to improve qualifications; (3) to work under contract as a teacher and/or researcher; and (4) to be protected with regard to their honor and dignity

Mastery of the Subject Matter

Deborah Loewenberg Ball and G Williamson McDiarmid (2010) explained that if anything is to be regarded as a specific preparation for teaching, priority must be given to a thorough grounding in something to teach Further they stated that subject matter is an essential component of teacher knowledge which may neither a new nor controversial assertion After all, if teaching entails helping others learn, then understanding what is to be taught is a central requirement of teaching The myriad tasks of teaching, such as selecting worthwhile learning activities, giving helpful explanations, asking productive questions, and evaluating students' learning, all depend on the teacher's understanding of what it is that students are to learn As Buchmann (2004) pointed out, it would be odd to expect a teacher to plan a lesson on, for instance, writing reports in science and to evaluate related student assignments, if that teacher is ignorant about writing and about science, and does not understand what student progress in writing science reports might mean Although subject matter knowledge is widely acknowledged as a central component of what teachers need to know, research on teacher education has not, in the main, focused on the development of teachers' knowledge of the subject matter Researchers specifically interested on how teachers develop, change and have focused on other aspects of teaching and learning to teach: for example, changes in teachers' role conceptions, their beliefs about their work; their knowledge

of students, curriculum, or of teaching strategies Yet to ignore the development of teachers' knowledge of the subject matter seems to believe its importance in teaching and in learning to teach The focus of this paper is the subject matter reparation of teachers: what subject matter preparation entails, where and when it occurs, and with what outcomes Since research on teachers' learning of subject matter is a relatively new domain of inquiry in teacher education, the literature is scant The purpose of this paper, therefore, is to offer a framework that can contribute to future research in this area To lay a foundation for the argument, the first section of the paper examines the concept of subject matter knowledge, for, although the claim that teachers must know what they are teaching appears self-evident, agreement does not exist about what is included in the idea of knowing subject matter for teaching The second section offers a framework for the sources and outcomes of teachers' subject matter learning In the third section, this framework is used to consider extant evidence about teachers' subject matter preparation The paper concludes with a discussion of issues raised in earlier sections that suggest directions for future work on the subject matter preparation of teachers

According to Stanley (2006), mastery of the subject matter is based upon the principle that one cannot give what he does not have This is the most important qualification of a teacher because he knows his subject matter thoroughly, he can never teach well Otherwise,

he does not have any moral right to stand before his class and teach In like manner, the teacher who uses haphazardly outmoded and ineffective methods and tools of teaching cannot produce a good product But the teacher who combines the best features of techniques and who manipulates with utmost dexterity the tools at hand can turn out the most desirable and finest outcome of his teaching, the literate graduates

Moreover, the teacher must be able to apply with a certain degree of expertise principles, motivation, individual differences, and discipline, and reinforce the laws of learning for optimum results He must possess oral proficiency in the medium of instruction

used He should be skillful in formulating questions, explaining points of clarification, reacting to students’ insights Hence, an effective teacher is one who inspires his students to effective learning

B Pedagogical Ability

Considering the fact that teachers play the decisive role in enduring the quality of education, he has to possess the following: (1) manifests a meaningful and comprehensive knowledge of the subject he will teach; (2) applies a wide range of teaching process skills, including curriculum development, lesson planning, use of appropriate technology, materials development, educational assessment, and teaching approaches; (3) facilitates learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills; (4) creates and innovates alternative teaching approaches, takes informed risks in trying out the innovative approaches, and evaluates the effectiveness

of such approaches in improving student learning

Professor Carolyn J Sharp of Yale Divinity School (2009) explained in her study that pedagogical skills development fosters ones learning of new teaching skills, raise pedagogical issues on which it will be valuable to reflect, and help become attentive to matters of classroom ethos and the power of dynamics involved in teaching and learning It is best used in close consultation with the professor for whom the teacher will be working with

C Ability to Self-Development

In a broad sense, self-development is a part of the teacher’s professional development which may be offered by human resource departments Professional development on the job may develop or enhance process skills, sometimes referred to as leadership skills, as well as task skills Some examples for process skills are 'effectiveness skills', 'team functioning skills', and 'systems thinking skills'

Teachers are dedicated to the well-being of the students and communities they serve, taking into account the pride in the nobility of teaching as a profession Hence, he should maintain stature and behavior that upholds the dignity of teaching; allocates time for personal and professional development through: participation in educational seminars and workshops, reading educational materials regularly, and engaging in educational research; maintains personal qualities such as enthusiasm, flexibility and caring; and, articulates and demonstrates one’s personal philosophy of teaching

With regards to the professional development opportunities of teachers that can range from a single workshop to a semester-long academic course, Hammond (2009) states that there are services offered by a medley of different professional development providers and varying widely with respect to the philosophy, content, and format of the learning experiences Some examples of approaches to professional development include:

 Case Study Method - The case method is a teaching approach that consists in presenting the students with a case, putting them in the role of a decision maker facing a problem

 Consultation - to assist an individual or group of individuals to clarify and address immediate concerns by following a systematic problem-solving process

 Coaching - to enhance a person’s competencies in a specific skill area by providing a process of observation, reflection, and action

 Communities of Practice - to improve professional practice by engaging in shared inquiry and learning with people who have a common goal

 Lesson Study - to solve practical dilemmas related to intervention or instruction through participation with other professionals in systematically examining practice

 Mentoring - to promote an individual’s awareness and refinement of his or her own professional development by providing and recommending structured opportunities for reflection and observation

 Reflective Supervision - to support, develop, and ultimately evaluate the performance

of employees through a process of inquiry that encourages their understanding and articulation of the rationale for their own practices

 Technical Assistance - to assist individuals and their organization to improve by offering resources and information, supporting networking and change efforts

Professional development is a broad term, encompassing a range of people, interests and approaches Those who engage in professional development share a common purpose of enhancing their ability to do their work At the heart of professional development is the individual's interest in lifelong learning and increasing their own skills and knowledge

In addition, the 21st century has seen a significant growth in online professional development Content providers incorporate collaborative platforms such as discussion boards, thereby encouraging and facilitating interaction, and optimizing training effectiveness

In the education industry, the use of online sources of self- development represents a significant shift Whereas many other industries have used online sources of continuing education and professional practices for many years, traditionally educators have turned solely to internal professional development departments, local education agencies (LEAs), and local colleges and universities to acquire the necessary education to meet the required hours/units for renewal of their state teaching-licenses

However, the economic pressures facing school districts combined with a greater conviction that online self- development can be effective has led to increased interest in this option Rather than replacing traditional sources of professional development, online sources and providers have served to augment existing options and can bring a widening access to topics and a broader scope to “learning communities” As teacher performance comes under increased scrutiny, a study conducted by Boston College found that English and math teachers who took professional self-development courses online improved their instructional practices

and boosted their subject knowledge scores, producing modest performance gains for their students

“A series of online professional self-development courses that focus on specific content and target student learning needs can have positive effects on teacher knowledge and instructional practices,” said Boston College Associate Professor of Education Laura O’Dwyer “The studies also show that teacher participation in online professional self-development can translate into improvements in targeted student outcomes.”

This type of research-based and outcomes-focused study has lent credibility to the idea that online professional self-development can and will serve an important role in supporting the educational goals of the United States Department of Education

D Ability to Conduct Scientific Research

In Vietnam, the state shall facilitate schools and other educational institutions in organizing scientific-technological research, application, and dissemination; in combining education withr research and production so as to improve educational quality, gradually implementing the role of a cultural, scientific and technological centre for the localityu or the

whole country Education Law of Vietnam In this regard, schools and other educational

institutions are mandated to cooperate with scientific research organizations, trade-service units to carry out education, scientific research and technology transfer for socio-economic development In addition, the State elaborates the priority policy for the development of research,plication and dissemiantion of educational sciences Guidelines and policies concerning education were formulated based on gthe the results of scientific

production-research, appropriate to the Vietnamese reality

Nguyen Van De (2012) stated that developing the teacher staff of Cuu Long Delta universities to meet requirements for tertiary education renovations are focused on detailing theories of human resource management in research, planning and anticipating teacher staff development in the context of Education renovations of Vietnam in general and in particular

the Cuu Long Delta area, in which the stress was placed on the issue of teacher staff development (including recruitment, educating, training, retraining, researching, and strongly improving each and every faculty, together with related policies for working efficacy) Especially, the thesis has generalized and pointed out experiences in teacher staff development from countries around the world These are significant to help universities actively build their own teacher staff developing strategies, both short and long-terms, responding to the increasing requirements in education and training; (2) Evaluating the current situation and presenting: The overall picture of the tertiary education and the teacher staff of Cuu Long Delta universities; The current situation of teacher staff development, strengths and weaknesses, success extent, weaknesses causes, shortcomings of the approaches which have been taken by Cuu Long Delta universities; (3) Building a new model of the college instructor’s qualities in knowledge economy; addressing requirements

on the instructor’s virtues and categories of ability (of taking actions, autonomy, socialization and communication) to meet the need for the fundamental, overall tertiary education renovations Particularly, the thesis identified 3 urgent necessities in training and retraining the teacher staff of Cuu Long Delta universities; accordingly, suggesting concrete solutions

to help them develop the teacher staff’s virtues and abilities, which is considered to be a fundamental, decisive factor for every instructor to reach the region and world standards; (4)

Of the discussed solutions, the particular one of linking the teacher staffs of all the Cuu Long Delta universities for a network has identified 3 principles and 9 contents in collaboration In addition, the thesis detailed the working disciplines within the network on the basis of ensuring the mutual agreements of the universities leaders and those of Southwest, Vietnam This is to help push up the quality as well as the wider training fields of each single school and the entire college system in the region, closely related to the features of the Cuu Long Delta area for tertiary education renovations; (5) The thesis has come up with the new ideas about open working management, enhancing the autonomy, self-responsibility of Cuu Long

Delta universities to develop the teacher staffs on the basis of collaboration and networking The findings are intended to make significant contributions to Vietnam’s fundamental and entire tertiary education renovations They can be applied widely to developing the teacher staff

of Cuu Long Delta universities The solutions are compatible with the Education and Training policies of enhancing university autonomy and self-responsibility The initial results from developing the teacher staffs in some Cuu Long Delta universities can be duplicated in other schools elsewhere

The thesis findings also lead to further research in the field of tertiary education management: (1) Universities’ managements of teacher staffs’ quality; (2) Evaluation of universities’ training efficiency to meet the society’s demand

Before the time, Do Thi Hoa had conducted a research about policy of non-public university lecturer development The Research Center of University Education and Occupation, Vietnam Institute of Scientific Education proposed a framework policy (CS) of lecturer development (DNGV) at non-public universities (DHNCL) in our country today, as follows:

- Analyzing the theory about framework policy of lecturer development at non-public universities (DHNCL) in our country in the current period;

- Presenting the framework policy of lecturer development situation at non-public universities in our country today

- Presentation the lecturers at non-public universities in our country today;

- Proposing the framework policy of lecturer development (DNGV) at non-public universities

Dinh Thi Hong Hai (Journal of Educational science, Number 76, January 2012) stated the solutions for teaching staff how to achieve quality improvement at Hanoi Community College The author proposes some management measures for quality improvement in staff development at Hanoi Community College in 2010-2020

Nguyen Minh Duong (Journal of Educational science, Number 76, January 2012) wrote: System approach in study of human resources development The article addresses the system approach in research on human recourses development According to the author, besides the components of human resources development there are also relationships and impacts of external factors to be considered

Do Tien Sy (Journal of Educational science contents, number 54 - March 2010) stated the development of research capacity by young teaching staff Research by young teaching staff in higher education institutions has not been paid much attention to, leading to the fact that their teaching and research is stagnant To overcome this the author proposes 5 measures

to develop the young teaching staff in HEIs in the current time

Caldwell C., Truong D.X., Linh P.T., Tuan A (© 2010 Springer Science+Business Media B.V.) stated that the University of Georgia, Athens, GA, United States; Vietnam National University, Hanoi, Viet NamStrategic Human Resource Management will serve as Ethical Stewardship The research about strategic human resource management (SHRM) has suggested that human resource professionals (HRPs) have the opportunity to play a greater role in contributing to organizational success if they are effective in developing systems and policies aligned with the organization's values, goals, and mission He suggested that HRPs need to raise the standard of their performance and that the competitive demands of the modern economic environment create implicit ethical duties that HRPs owe to their organizations Further, he defined ethical stewardship as a model of governance that honors obligations due to the many stakeholders and that maximizes long-term organizational wealth creation He, theerefore, proposed that if HRPs adopt an ethical stewardship framework and the qualities of transformative leaders, they will be more aware of their ethical duties to their organizations and more effective in helping their organizations to create increased wealth, achieve desired organizational outcomes, and establish work environments that are more satisfying to employees

E Ability of Supplying Social Services

The graduates of Vermont College of Education and Social Services in the United States of America are prepared to make a difference through innovative professional practice and scholarship in a changing world They claimed that they are proud of their mission to educate and prepare outstanding professionals in education, social work, and human services; engage in scholarship of high quality; and provide exemplary professional service to Vermont, nationally, and globally Their purpose was to create a more humane and just society, free from oppression, that maximizes human potential and the quality of life for all

individuals, families and communities Moreover, they stated that their graduates make them

proud that CESS graduates can be found around every corner in the United States and abroad, engaged in every possible sector of helping professions In making connection with CESS

people, they could extend the following:

 They teach art, music, reading, math, physical education and many other subjects in public and private pre-schools, kindergartens, elementary, middle and high schools

 They are principals and superintendents of school districts in Vermont and elsewhere

 They work in the human services or strive to improve the quality of the workplace in the private sector, museums, foundations, or health, educational, and governmental agencies

 They direct youth programs in alternative educational settings, teach in the Peace Corps, and work in museums, science centers, software companies and government educational agencies CESS graduates are everywhere, striving to make a positive difference in the lives of others

F Ability to Self-Development

Based on self-development, Nguyen Van De (2012) stated that developing the teacher staff of Cuu Long Delta universities to meet requirements for tertiary education renovations, they consider the following: (1) Detailing theories of human resource management in research, planning and anticipating teacher staff development in the context of tertiary education renovations of Vietnam in general and in particular the Cuu Long Delta area, in which the stress was placed on the issue of teacher staff development (including recruitment, educating, training, retraining, strongly improving each and every faculty, together with related policies for working efficacy) Especially, the research has generalized and pointed out experiences in teacher staff development from countries around the world These are significant to help universities actively build their own teacher staff developing strategies, both short and long-terms, responding to the increasing requirements in education and training; (2) Evaluating the current situation and presenting: The overall picture of the tertiary education and the teacher staff of Cuu Long Delta universities; The current situation

of teacher staff development, strengths and weaknesses, success extent, weaknesses causes, shortcomings of the approaches which have been taken by Cuu Long Delta universities; (3) Building a new model of the college instructor’s qualities in knowledge economy; addressing requirements on the instructor’s virtues and 4 categories of ability (of taking actions, autonomy, socialization and communication) to meet the need for the fundamental, overall

tertiary education renovations Particularly, the thesis identified 3 urgent necessities in training and retraining the teacher staff of Cuu Long Delta universities; accordingly, suggesting concrete solutions to help them develop the teacher staff’s virtues and abilities, which is considered to be a fundamental, decisive factor for every instructor to reach the region and world standards; (4) Of the discussed solutions, the particular one of linking the teacher staffs of all the Cuu Long Delta universities for a network has identified 3 principles and 9 contents in collaboration In addition, the thesis detailed the working disciplines within the network on the basis of ensuring the mutual agreements of the universities leaders and those of Southwest, Vietnam This is to help push up the quality as well as the wider training fields of each single school and the entire college system in the region, closely related to the features of the Cuu Long Delta area for tertiary education renovations; (5) The thesis has come up with the new ideas about open working management, enhancing the autonomy, self-responsibility of Cuu Long Delta universities to develop the teacher staffs on the basis of collaboration and networking

The findings are intended to make significant contributions to Vietnam’s fundamental and entire tertiary education renovations They can be applied widely to developing the teacher staff of Cuu Long Delta universities The solutions are compatible with the Education and Training policies of enhancing university autonomy and self-responsibility The initial results from developing the teacher staffs in some Cuu Long Delta universities can be duplicated in other schools elsewhere

The thesis findings also lead to further research in the field of tertiary education management: (1) Universities’ managements of teacher staffs’ quality; (2) Evaluation of universities’ training efficiency to meet the society’s demand

Before the time, Do Thi Hoa conducted a research about policy of non-public university lecturer development In this regard, the Research Center of University Education and Occupation, Vietnam Institute of Scientific Education made a proposed framework policy of

lecturer development at non-public universities in our country today They are as follows:

- Analyzing the theory about framework policy of lecturer development at non-public universities (DHNCL) in our country in the current period;

- Presenting the framework policy of lecturer development situation at non-public universities in our country today

- Presentation the lecturers at non-public universities in our country today;

- Proposing the framework policy of lecturer development (DNGV) at non-public universities

Dinh Thi Hong Hai (Journal of Educational science, Number 76, January 2012) said the following solutions for teaching staff quality improvement at Hanoi Community College: The author proposed some management measures for quality improvement in staff development at Hanoi Community College in 2010-2020

Nguyen Minh Duong (Journal of Educational science, Number 76, January 2012) wrote: System approach in study of human resources development This article addresses the system approach in research on human recourses development According to the author, besides the components of human resources development there are also relationships and impacts of external factors to be considered

Education Development Strategy through 2020

VGP – Prime Minister Nguyen Tan Dung has ratified the Education Development Strategy for the 2011-2020 period in a bid to raise the quality of education Under the strategy, Vietnam expects to complete the universalization of pre-school education for five-year-old children by 2015

In terms of vocational and tertiary education, 70% of the laborers will graduate from vocational training courses and universities by 2020 By 2020, 25% of lecturers at universities and 8% at colleges are PhD To achieve the targets, the country will enhance management over education quality and develop independent education quality control

The group of authors: Nguyen Huu Chau (Editor), Dinh Quang Bao, Bui Manh Nhi, Nguyen Duc Tri, Le Van Anh, Pham Quang Sang (Strategy and Educational Program Institute; Educational Publisher; 2008) wrote about Educational Quality: theoretical and practical problems:

Educational quality is a problem of social concern because of its importance to the development of the country in general and of educational in particular All educational activities are aimed to contribute to the ensurance and improving the quality of educational and an educational system in any country is also a qualified educational system

Awareness of the nature of concepts and the conduct of the quality review to come up

to specific or general conclusions and looking for solutions to improve quality are not simple The issue of educational quality so far has always been of the interest and international level Different perspectives often leads to different opinions about the educational quality evaluation It is necessary to understand fully the educational quality and the educational quality assessment so as to have scientific methods, advanced assessment procedures, in accordance with the social development, educational development in a particular context which is an urgent need of educational system of the country

Based on the results of a scientific research program on the educational and training quality, the group of authors has compiled the book in order to provide readers with the basic concepts about (1) Educational quality, the basic elements of educational quality, basic